NotesFAQContact Us
Search Tips
ERIC Number: ED291428
Record Type: RIE
Publication Date: 1988
Pages: 8
Abstractor: N/A
Reference Count: N/A
Future-Perfect Writing: Individualized Real-World Writing To Empower Career-Conscious Students.
Venditti, Phillip N.
Community college students tend to perceive a gap between their current writing ability and the level of writing skill they expect to need as employees in the future. Unfortunately, college composition classes generally do a poor job of capitalizing on the true value of writing to career development, and fail to have students practice the kind of writing which will contribute directly to that development. In light of these curricular deficiencies, composition instructors should take pains to acknowledge to their students that there are good reasons, beyond the need for satisfactory grades in school, to write well. They should also provide students with an opportunity to discover and enjoy some of the benefits of good writing. The "Future-Perfect Writing" process addresses both of these goals. This process involves the following steps: (1) each student identifies a career field in which he/she has a strong personal interest; (2) within the chosen field, the student seeks two job-holders whose positions are similar to ones that the student would like to fill someday; (3) the student negotiates with the two designated community assessors to establish a writing task which approximates a real on-the-job responsibility; (4) when the student has completed the writing task to the satisfaction of the community assessors, the assessors sign a statement confirming that judgment; and (5) each student presents an oral account of his/her experiences and discoveries involved in the "future-perfect writing" project. This process reinforces students' understanding of how writing can be of value in their future careers, and provides individualized writing practice that can contribute to future career success. (EJV)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A